The Incorporation and Impact of Using Portuguese in EFL Classes – A Case Study of Grade 7 Students at 1008 School in Benguela - Angola

Abstract

The process of integration of L1 in English Language Teaching (EFL) class is judicious because it can be positive and having a good impact in learning of EFL; whereas, the wrong integration can destroy the oral production in the English class. Hence, the use of students’ first language (L1) in English as a Foreign Language classroom remains a controversial issue among specialists. Some educators defend the only use of target language and others defend the incorporation of L1 so that it can facilitate the learning process in EFL. In this study we want to understand the impact of L1 on the teaching learning of EFL as to establish a cause-effect relationship between the L1 and EFL. The study is conceived on an assumption which is a well-known methodological problem that stipulates as follows: the difficulties faced by English language teachers in using students' L1 without destroying the oral production during EFL classes. The participants of this research are six grade-7 classes, 4 teachers teaching in these 6 classes, and the English Coordinator in Benguela Province. The study is mainly qualitative and three research instruments were used to help collect data, namely (questionnaire, observation and interview). The study concludes that it is important to use L1 at certain levels and specific moments during the lessons. However, teachers need not to stick to translation all the time. The study finishes with some recommendations for English teachers, as well as for the English Coordinator.